Challenging Perceptions of Blended Learning in an Adverse Learning Context

Abstract

The Christchurch earthquakes of 22 February 2011 initiated an extraordinary process of professional development which informed and consolidated changes to the pedagogy and practices of three teacher educators. The fast-tracking of technical capacity led to a questioning of beliefs around effective tertiary teaching pedagogy. The resulting changes to blended learning practices enabled learning to continue during a time of natural disaster. This poster is of particular relevance to those involved in teaching in a blended learning context, focused on developing equitable online learning experiences that engage and motivate all learners.